Management of arousal 2014

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Management of Arousal Definitions, theories, relationship between arousal and performance, arousal and personality, measurement of arousal, methods of controlling arousal

Transcript of Management of arousal 2014

Management of Arousal

Definitions, theories, relationship between arousal and performance,

arousal and personality, measurement of arousal, methods of controlling arousal

Lesson Objectives

• Be able to define arousal and activation

• Be able to list effects of arousal

• Be able to name 4 theories of arousal

• Be able to explain at least 2 theories of

arousal

• Be able to describe characteristics of being in

the Zone

• Be able to name strategies for getting in to

the zone

Definitions of Arousal

•Sense of alertness

and anticipation which

prepares the body for

actions

Arousal and Activation

• Activation is the degree of physiological

alertness caused by increased arousal

which can occur in both body and mind

• A degree of activation is needed for

everyday activity but sport may place

increased demands on a player which

requires increased activation.

Effects of arousal

• (Similar to what we have discussed for anxiety)

• Arousal is measure by the reticular activating system in the brain stem – responsible for organising behaviour

• Increased arousal can cause:– In the mind - confusion, irrational thoughts, lack of

concentration, faster information processing and increased attention, (High arousal - constant need to urinate!)

– In the body – increased HR, BP and sweating

• Behaviour change may include shaking, pacing and restlessness

Effects of arousal

• Not always negative!

• Negative effects = stress/anxiety

• Positive effects = eustress –

– lead to increased motivation and energy and

may enhance performance to an optimum

level

– Increased attention and better ‘cueing’ may

result

– Perception of stressors is the key

Theories on Arousal

Drive Theory (Hull)

Key message - Relationship between arousal and performance is linear.

• P = f(D x H)

• D= drive, H= habit

• An increase in arousal is

proportional to an increase in

performance quality

• NB – the quality of performance

dependant on how well the skill

is learned

Drive Theory (Hull)

• Learned behaviours tend to be –

DOMINANT RESPONSES

• Dominant response – behaviour

most likely to be reproduced

under pressure

• Hull suggested arousal increases

in competitive situation or

assessment situation

• Therefore increased arousal in

these situations increased

likelihood of dominant response

Drive Theory

Beginner

• High arousal not

beneficial to a beginner

as dominant response is

not as well learned and

may have errors

• Beginner performs and

learns more effectively at

low levels of arousal

Expert

• High arousal beneficial to

an expert as dominant

response correct

Drive Theory now not considered

a good explanation of the

relationship between arousal and

performance. (As the drop

off/failure to improve further

performance can be seen in elite

athletes)

Inverted U Theory (Yerkes and Dodson)

• Arousal causes an increase in performance but only up to a point after which further increases in arousal cause a deterioration in performance.

• There is an optimum level of arousal at moderate levels

• Optimum level can vary depending on a number of factors

Inverted U Theory (Yerkes and Dodson)

• Gross skills & simple skills– require higher levels of arousal (because less control is needed – need abilities such as strength and speed)

• Fine skills & Complex skills – requires lower levels of arousal as requires cognitive abilities and finer control

• Some skills difficult to classify e.g. golf swing which involves strength and complexity

Inverted U Theory (Yerkes and Dodson)

• Experts can operate best at high arousal levels because they can perform on auto pilot.

• Beginners need only low arousal levels because they are using lots of cognitive attention and a further increase in arousal would cause confusion

Inverted U - Personality

Introverts

• Quickly experience over

arousal

• The RAS measures

adrenaline in the brain

stem and suggest that

introverts need only a

slight activation to

experience the effects of

over arousal

Extrovert

• Can more easily cope

with the pressure of a

crowd for example

Catastrophe Theory (Fazey & Hardy)

• Arousal improves performance up to a point

• Rather than a gradual deterioration – sudden dramatic collapse

• Collapse due to a combination of somatic and cognitive effects

• Once catastrophe has occurred – athlete needs to relax below the point of arousal at which catastrophe occurred

Examples

• Jean Van de Velde was on the 18th

hole leading the field of golfers with

a 6 shot deficit during the 1999

Open at Carnoustie. His drive

landed him in the rough but a

simple shot back onto the fairway

would have enabled Jean to regain

momentum…it would have!

However, Jean chose an

interesting approach, which took

him from rough to rough, from

rough to water and from water to

bunker. In the mean time, his

opponent played an astonishing

chip in to leave a 1 shot difference.

Jean needed to emulate his

opponent but you’ve guessed

it…he couldn’t. Jean putted in to

level the match with a four-way

play off which Paul Lawrie won.

• Roberto Baggio, Italy’s outstanding player of the 1994 FIFA World Cup steps up to take the penalty to even the scores. He looks cool from the outside. He places the ball on the penalty spot and takes a 10 meter run up. He looks up once and beings his run. He side foots the ball leaning backwards and sends the ball over the goal into the crowd. Brazil win the World Cup.

Relationship between somatic and

cognitive anxiety• According to this theory – it

is beneficial to have a level of cognitive anxiety produced by high arousal levels.

• As long as somatic levels of anxiety remain low

• When both become high is when catastrophe occurs

• Normally somatic anxiety peaks just before the event and lowers once the sporting event begins –sometimes it doesn’t!

The Zone of Optimum Functioning

(Hanin)• Similar to Inverted U theory in that there is an optimum point

of arousal.

• It can be different for each athlete and athletes can use all

their experience and techniques (e.g. imagery) to reach this

optimum

Zone of Optimal Functioning

Differences in Zones

• Fine and complex tasks

may be lower

• Individuals may be lower

than team game athletes

Differs from inverted U

in….

• Optimal level does not

always occur in the midpoint

• Optimal level of anxiety is

not a point but a bandwidth

and there will be a specific

zone for an athlete

• Anxiety and arousal control

should be mixed with

emotional control to find the

zone

Zone of Optimum functioning

Features of the Zone

• Confidence – No fear

• Automatic – auto pilot

• In control – want you want will

happened

• Focused – Totally absorbed

• Fun – You enjoy the flow

• Effortless – things go smoothly

• Relaxed – Energised yet calm

Examples

• Sally Gunnell

• Sam Torence

Exam Questions

Lesson Objectives

• Be able to define arousal and activation

• Be able to list effects of arousal

• Be able to name 4 theories of arousal

• Be able to explain at least 2 theories of

arousal

• Be able to describe characteristics of being in

the Zone

• Be able to name strategies for getting in to

the zone